Cluster 2: Flight: Grade 6

Grade 6
Cluster 2: Flight
Overview
In this cluster, a study of the properties of fluids helps students
to understand how flight can be achieved. Through the testing
of models, students explore how the forces of thrust, drag, lift,
and gravity act on living things or devices that fly through the
air. They learn how specific adaptations or modifications can
alter lift or drag. Different means of propulsion are compared
and the use of unbalanced forces to steer aircraft and spacecraft
are described. Students apply their understanding of forces and
flight through the construction of a prototype that flies and
meets specific performance criteria. Students also examine the
history of the development of air travel and identify its impact
on the way people work and live.
Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES
SUGGESTIONS FOR INSTRUCTION
Students will...
6-2-01 Use appropriate vocabulary
related to their investigations of
flight.
Include: fluid, pressure, lift, gravity,
thrust, drag, Bernoullis principle,
propulsion, unbalanced forces.
GLO: C6, D4
Teacher Notes
Prior Knowledge
Students have had previous experiences related to this cluster in Grade 5,
Cluster 3: Forces and Simple Machines; in Grade 5, Cluster 4: Weather;
in Grade 3, Cluster 3: Forces That Attract or Repel; and in Grade 2,
Cluster 2: Properties of Solids, Liquids, and Gases.
Introduce, explain, use, and reinforce vocabulary throughout this

cluster.
Sort and Predict
Give students a set of terms related to this cluster. Have them
work in groups to predict the meaning of the words and sort
them into categories. Have groups share their categories with the
class. As a class, identify words for which students need more
information to be able to categorize with clarity. Post these
words and clarify them as the study of flight progresses.
(For a BLM of a Sort and Predict think sheet, see SYSTH,
Attachment 10.3, or Success, p. 6.100.)
6.32
Grade 6, Cluster 2: Flight

SUGGESTIONS FOR ASSESSMENT
SUGGESTED LEARNING RESOURCES
6.33

Students will...
6-2-02 Describe properties of fluids
using air and water as examples, and
identify manifestations of these
properties in daily life.
Include: air and water flow and exert
pressure; objects can flow through air
and water; warm air and water rise.
GLO: B1, D3, E1
6-0-3a Formulate a prediction/hypothesis that
identifies a cause and effect relationship. GLO:
A2, C2 (Math: SP-I.1.6)
6-0-5a Make observations that are relevant to
a specific question. GLO: A1, A2, C2
6-0-7a Draw a conclusion that explains
investigation results. Include: explaining patterns
in data; supporting or rejecting a
prediction/hypothesis. GLO: A1, A2, C2
(ELA Grade 6, 3.3.4)
6-0-7h Identify potential applications of
investigation results. GLO: C4
Accessing Prior Knowledge

As a class, brainstorm a list of facts about air. Record these
facts on a class chart under the headings What We Know
and What We Think We Know (for anything of which students
may be unsure). Add to the chart as the study of flight
progresses.
Investigating Air Pressure
Provide students with a plastic pop bottle with several holes
punched into the bottom. Ask students to lower the open bottle
into a container of water and leave it there for one minute. Have
them lift the bottle out of the water, noting what happens to the
water in the bottle.
Ask students to predict what would happen if
they covered the top of the bottle with their thumb before
submerging it (only a small amount of water would enter the
bottle)
they left the bottle open in the water but covered the top of
the bottle before taking it out of the water (water would not
stream out of the bottle)
Have students investigate to determine whether their predictions
are correct. Ask students whether they can explain the results.
Fluid Dynamics
Ask students to describe what happens in a quickly moving
stream when the water comes in contact with a large boulder.
(The water flows around the boulder.) Students should recognize
that the ability to flow around objects is a characteristic of water
(fluids). Have students observe air (also a fluid) dynamics by
conducting the following class demonstration.
Light a candle and place it about 5 cm behind a pop bottle. Have
students try to blow out the candle with the pop bottle between
them and the candle. Gradually move the candle further back
from the bottle. Have students continue to try to blow out the
candle. Have students discuss their observations and draw a
diagram of what they think is taking place. (Air is flowing
around the bottle.) Ask the following questions:
1. At what distance was it easiest to blow out the candle?
2. What effect would changing the size of the bottle have on the
optimal distance for blowing out the candle? Explain.
3. How is air like water? (They both flow around objects.)
(continued)
6.34
(continued)

Teacher Notes
Background Information
Fluids are gases and liquids that flow. Flowing air is called an air stream.
Properties of air are as follows:
expands in warm temperatures
contracts in cold temperatures
rises when warmed
moves (flows), creating wind and weather
takes up space
is made up of particles we cannot see
can exert pressure (enough pressure to support a heavy airplane)
has mass, weight, and volume
is made up of different gases
is lighter than water
6.35


Students will...
6-2-02 (continued)
(continued)
Air and Water in Daily Life

Use explicit instruction to introduce to students the concept that
both liquids and solids are called fluids because of their ability
to flow.
Have students provide examples of how fluids (e.g., air and
water) demonstrate the following characteristics in daily life:
they flow (e.g., orange juice flows out of a pitcher; air flows
out of a balloon)
they exert pressure (e.g., deep-sea divers experience the
effects of water pressure when they dive deep into the ocean;
a balloon-powered car moves when the balloon is opened up)
they rise when warm (e.g., it is hotter near the ceiling than on
the floor in the winter; water in a lake is colder down deep
than it is near the surface)
6.36

Extended Response
Provide students with the following:
Properties of Fluids
What did you learn about the properties of fluids from the
investigations and demonstrations? Refer to both air and
water in your answer.
Look for:
reference to air and water
an indication that both air and water exert pressure
an indication that both warm air and warm water rise
an indication that objects can flow through both air and water
6.37


Students will...
6-2-03 Identify adaptations that
enable living things to propel
themselves through air, water, or to
be transported by the wind.
Examples: the streamlined shape of
dolphins and barn swallows, the
helicopter-like motion of the winged
fruit of maple trees, the parachuteshaped fruit of dandelions...
GLO: D1, D4, E1
6-0-4c Work cooperatively with group
members to carry out a plan, and troubleshoot
problems as they arise. GLO: C7 (ELA Grade 6,
5.2.2)
6-0-4d Assume various roles to achieve group
goals. GLO: C7 (ELA Grade 6, 5.2.2)
6-0-7f Reflect on prior knowledge and
experiences to construct new understanding,
and apply this new knowledge in other contexts.
GLO: A2, C4 (ELA Grade 6, 1.2.1)
Movement through Fluids

Provide small groups of students with models or pictures (e.g.,
of animals) that illustrate movement through fluids. Include
examples of adaptions for movements such as diving, gliding,
spinning, hovering, and parachuting. Ask students to look at the
models/pictures and decide what features or ways of moving can
be grouped together. Subcategories should be agreed upon by
group consensus. Once each group has sorted the features and
recorded information, have students present their ideas to the
class.
Have groups use a KWL Plus Map to categorize and sort the
models/pictures and to record the characteristics of movement
through fluids.
(For a BLM of a KWL Plus Map, see 5-8 ELA, BLM-66.)
Maple Seed Travel
Have students
look at maple tree seeds to determine how their design
enables them to travel (flow through air)
construct a spinner to represent a maple seed
determine the effects of dropping the spinner from various
heights
attach a paper clip to the bottom of the rotor shaft to add
weight for some stability during flight
Example:
cut away
and discard
rotor A
fold forward
add paper
clip
rotor B
fold
backward
cut away
and discard
6.38

Extended Response
Discover Flight (p. 65)
Adaptations for Movement through Fluids

Look at the following pictures. Explain how each is adapted
to propel itself through air or water, or to be transported by
the wind. Be specific.
_____________________________________
_____________________________________
octopus
_____________________________________
_____________________________________
dolphin
_____________________________________
_____________________________________
eagle
_____________________________________
_____________________________________
tree seed
6.39

Students will...
6-2-04 Recognize that in order for
devices or living things to fly they
must have sufficient lift to overcome
the downward force of gravity, and
that the force of gravity increases as
mass increases.
GLO: D4
6-0-1b Identify various methods for finding the
answer to a specific question and select one to
implement. Examples: generating experimental
data; accessing information from a variety of
sources GLO: C2 (ELA Grade 6, 3.2.2; Math:
SP-I.2.6, SP-II.1.6)
6-0-4a Carry out procedures that comprise a fair
test. Include: controlling variables; repeating
measurements to increase accuracy and
reliability. GLO: C2
6-0-7b Base conclusions on evidence rather
than pre-conceived ideas or hunches. GLO: C2,
C4
Demonstration: The Force of Gravity

Bring to class two identical
resealable plastic
Teacher Notes
containers. Fill one with
This demonstration is linked to
a light stuffing such as
learning outcome 6-4-11 (from
popcorn or cotton balls,
Cluster 4: Space) and can be used to
and the other with a
reinforce or introduce the
heavier stuffing such as
differentiation between mass and
marbles or small lead
weight. Refer to Cluster 4 for
weights (the heavier the
background information on
this concept.
better). Challenge the
class to come up with as
many strategies as possible
to prove that one container has more mass, and therefore has a
greater force of gravity pulling on it. Possible strategies include:
using a balance, using a spring scale, or dropping both
containers from the same height into sand and measuring the
depth of the crater formed.
Overcoming Gravity
Use explicit instruction to introduce students to the concept of
lift (the upward force used to overcome gravity and to achieve
flight). Have students brainstorm ways in which different objects
or living things achieve lift (or get off the ground).
Investigating Lift
Teacher Notes
Use air speed to

The phenomenon demonstrated by
demonstrate one way in
this learning activity is part of
which lift overcomes
Bernoullis principle (see
gravity to move an object
learning outcome 6-2-06).
upward. Provide students
with a strip of paper
(20 cm x 3 cm) and have them
hold the strip at one end so that the other end hangs down
predict what will happen when they blow across the top of
the strip
bring the held end close to their lips and gently blow straight
ahead (this increases the speed of the air on top of the paper
to create lift, and causes the paper to rise until it is parallel to
the floor)
describe the direction the other end of the paper moved and
explain why
investigate the effect that increasing the thickness or width of
the paper will have on this investigation
6.40

Restricted Response
Science Everywhere 6 (p. 228)
Lift and Gravity

Complete the following statements:
1. All objects within the Earths atmosphere are pulled
downward by _________.
2. The upward force that enables an object to fly is called
__________.
3. In order to fly, objects must overcome __________ and
attain __________.
4. The greater the mass of the object, the __________ the
attraction of gravity.
5. The greater the mass of the object, the _________ the
force of lift required.
Look for:
1. gravity
2. lift
3. gravity, lift
4. greater
5. greater
6.41

Students will...
6-2-05 Describe how lighter-than-air
flying devices are able to achieve
lift.
Include: hot-air balloons, helium
balloons.
GLO: D4
6-0-1c Identify practical problems to solve.
Examples: How can I make a hot-air balloon?
Which type of light bulb should I buy?
GLO: C3
6-0-3d Develop criteria to evaluate a
prototype or consumer product. Include: function,
aesthetics, use of recycled materials, cost,
6-0-3e Create a written plan to solve a
problem. Include: materials, safety
considerations, labelled diagrams of top and side
views, steps to follow. GLO: C1, C3, C6
6-0-4b Construct a prototype. GLO: C3
6-0-4e Use tools and materials in a manner
that ensures personal safety and the safety of
others. Include: keeping an uncluttered
workspace; putting equipment away after its use;
handling glassware with care. GLO: C1
6-0-5b Test a prototype or consumer product,
using predetermined criteria. GLO: C3, C5
6-0-5c Select and use tools and instruments to
observe, measure, and construct. Examples:
hand lens, telescope, binoculars GLO: C2, C3,
C5
6-0-6d Identify and make improvements to a
prototype, and explain the rationale for the
changes. GLO: C3, C4
6-0-7d Propose and justify a solution to the
initial problem. GLO: C3
6-0-7e Identify new practical problems to
solve. GLO: C3
6-0-9c Demonstrate confidence in their ability
to carry out investigations. GLO: C5
Activating Prior Knowledge

To demonstrate that warm air rises, have students
make a spiral snake by cutting a circle of paper into
smaller and smaller continuous circles, creating a spiral
attach a string to the head of the spiral
hold the spiral over a light bulb or other heat source
use what they know about air to explain what happens (Air
around the light bulb is heated and then rises, creating drafts
that cause the spiral snake to spin.)
Making Hot-Air Balloons
Have students construct hot-air balloons using a large,
lightweight plastic bag, a small plastic container or bag, tape, a
hole punch, string, and a source of hot air such as a blow dryer.
Have students follow these directions:
Take one of the lightweight plastic bags, stand on a chair,
hold the bag above your head and let it go. What happens to
the bag? (It falls to the floor.)
Have another student fill the lightweight plastic bag with hot
air from a blow dryer. Then repeat step 1, using the bag filled
with hot air. Observe what happens. (The bag rises.)
Punch four evenly spaced holes close to the opening of the
bag. Attach a piece of string to each hole. The strings should
be the same length.
Attach a small plastic container or bag to the four strings to
act as a basket for the hot-air balloon.
Fill the balloon with hot air. Observe what happens.
Place small objects into the basket and observe what
happens.
In your science notebook, explain how the hot air balloon
was able to achieve lift.
Helium Balloons: Design Challenge
Have students plan, construct, and test a helium balloon
prototype that meets identified criteria (developed by the teacher
with the class). Sample criteria include:
carries a specified passenger (an object of a particular mass)
travels the width of the room using a propulsion method that
doesnt directly touch the balloon (e.g., blowing on the
prototype, fanning it)
Refer to page 15 of this document for a description of the design
process.
6.42

Extended Response
Balloons and Flight

In your science notebook, explain how hot-air balloons and
helium balloons are able to achieve lift.
Look for:
Hot-air balloons: The heated air in the balloon causes the
balloon to become less dense (lighter) than the air around it. As
a result, the balloon rises.
Helium balloons: The helium gas in the balloon is less dense
(lighter) than the air around the balloon. This causes the balloon
to rise.
Teacher Notes
Lighter-than-air flying devices achieve lift through the use of a balloon
containing a gas that is lighter or less dense that the air around it. This
results in an upward buoyant force that is greater than the downward force
of gravity. In a hot-air balloon, heating of the air inside the balloon causes
it to be less dense than the air around it (warm air rises). Helium balloons
are able to achieve lift because helium is less dense or lighter than air.
The learning activities suggested for learning outcome 6-2-05 allow
students to explore the relationship between mass and lift, which
applies to learning outcome 6-2-15.
6.43

Students will...
6-2-06 Test models of aircraft to
observe Bernoullis principle.
Include: the shape of a wing affects
the speed of airflow, creating lift in a
heavier-than-air flying device.
GLO: C2, C3, D3, D4
6-0-3a Formulate a prediction/hypothesis that
identifies a cause and effect relationship. GLO:
A2, C2 (Math: SP-I.1.6)
Introducing Bernoulli: Part 1

Place a ping-pong ball in a freshly washed funnel. Have students
predict what will happen to the ping-pong ball if they blow
into the bottom of the funnel (The ball will remain in the
funnel.)
blow into the bottom of the funnel and observe what happens
(Blowing into the funnel speeds up the air directly under the
ball and lowers the air pressure; therefore, the greater air
pressure above the ping pong ball keeps it in the funnel. The
harder the student blows, the more firmly the ball stays in the
funnel.)
discuss the results and develop an explanation using the
terms air speed and air pressure
think of a way to get the ping-pong ball out of the funnel,
using their knowledge of air pressure (Blow over the top of
the funnel. This will create an increase in air speed over the
top of the ball and thus decrease the air pressure in that area,
resulting in the ball being pushed out of the funnel by the
higher air pressure coming from underneath.)
Introducing Bernoulli: Part 2
As a class demonstration, hang two small empty plastic pop
bottles (or two paper strips, or two ping-pong balls) about 5 cm
apart. (String can be attached to the cap of the bottle with a glue
gun or by making a small hole in the cap, threading it through,
and tying it in the inside of the cap.) Have students
predict what will happen if you blow hard between the two
bottles
test whether their predictions are correct (The bottles will
come together. Blowing between the bottles lowers the air
pressure between them. The pressure on the outside of the
bottles is greater and forces the bottles to move together.)
explain their results, including a diagram, in their science
notebooks
(continued)
6.44
(continued)

Teacher Notes
Daniel Bernoulli, a Swiss scientist born in 1700, discovered that fastmoving air exerts less pressure than slow-moving air. This principle
Bernoullis principleis important in understanding flight.
Bird wings, for example, are relatively flat on the bottom and convex on
the top. When a bird is moving forward, the air flowing over the wing has
farther to go in a given amount of time than the air beneath the wing (the
shortest distance between two points is a straight line). As a result, the air
pressure is greater below the wing (slower-moving air) than it is above the
wing (faster-moving air), and the bird is pushed up. This same principle
allows airplanes and gliders to fly. The shape of airplane wings (called
a cambered airfoil) is designed to make air flow faster over the top
than under the bottom of the wing. The faster-moving air above the
wing produces an area of low pressure; thus, the greater pressure
below the wing exerts an upward force (lift) on the wing.

6.45


Students will...
6-2-06 (continued)
(continued)
Testing Airfoils
Have students make and experiment with an airfoil using the
following directions:
1. Take a 15 cm x 5 cm strip of paper and fold it in half
widthwise.
2. Tape the top edge of the paper so that it is 1 cm shorter than
the bottom edge, curving the top half of the paper like the top
of a wing (see Fig. 1).
fold
1 cm
Fig. 1
3. Slide the wing over a pencil so that

the curved side is facing up and the
folded seam is facing you (see Fig. 2).
Fig. 2
4. Hold the wing in front of you (see Fig. 2) and blow straight
at the folded seam and observe what happens (see Fig. 3).
(The wing will lift up from its hanging, at-rest position.)
air
Fig. 3
(continued)
6.46
(continued)

6.47


Students will...
6-2-06 (continued)
(continued)
Making a Straw Flyer

Have students use paper and a straw to construct a straw flyer,
following these directions:
1. Cut two paper strips. One strip should be 2 cm x 24 cm and
the other 1.5 cm x 18 cm.
2. Tape the ends of each strip together to form two loops or
circular wings of different sizes.
3. Tape the straw ends to the inside of each loop to create a
flier.
4. Launch the flier by throwing it into the air (the way you
would throw a paper airplane). What happens when you
throw it? Why does it fly? (Air moves faster above each
circular wing than it does below the wing, thus creating lift.)
5. Experiment with different throwing methods, different sizes
of circular wings, and different positions for the circular
wings.
6.48

Extended Response
Have students complete the following in their science
notebooks:
Bernoullis Principle
Think about the investigations, demonstrations, and
experiments completed in this section. Based on your
observations, explain Bernoullis principle.
Look for:
fast-moving air exerts less pressure than slow-moving air
this principle can be applied in the design of objects/devices to
create lift
6.49

Students will...
6-2-07 Explain how Bernoullis
principle is applied in a device other
than an aircraft.
Examples: paint sprayer, perfume
mister...
GLO: A5, B1, D4
Bernoullis Principle in Action

Have students brainstorm a list of devices they have used or
situations they have observed in everyday life where Bernoullis
principle applies.
Examples:
the flight of a concave plastic disc
a shower curtain sticking to you when the water is turned on
the flight of a kite
the spin on a baseball or tennis ball
the spray from an aerosol can
hair sometimes blowing forward when a person is driving a
car with the window open
Creating a Simple Sprayer
Have students investigate how a paint sprayer works by
constructing a simple sprayer, following these directions:
1. Place a straw into a glass of water, holding it upright and
keeping the bottom of the straw just off the bottom of the
glass.
2. Blow a short, hard blast of air through a second straw,
holding it so that it is perpendicular to the first straw and
their ends are touching. Observe what happens. (A mist of
water sprays out from the first straw.)
3. In your science notebook, explain how the sprayer works,

using diagrams and a written explanation. (The normal air
pressure pushing down on the water is decreased by the
speed of the air flowing out of the horizontal straw. This
decrease in normal air pressure forces some water up the tube
and it gets blown out.)
6.50

Extended Response
Bernoullis Principle in Action

Give two examples of devices or situations in which you
have observed Bernoullis principle in action. Explain how
the principle works in each case.
6.51

Students will...
6-2-08 Provide examples of design
features or adaptations that enhance
or reduce lift, and explain how they
work.
Examples: race car spoilers reduce
lift; bird wing shapes enhance lift...
GLO: A5, B1, D1, D4
Wind Tunnel Investigation

Have students use a simple wind tunnel to test various wing and
airplane designs and observe the features that reduce or enhance
lift. A small electric fan with varying speeds and a cage for
safety would be suitable as a source of air flow.
Have students test wing shapes by following these directions:
Create three wings by folding paper (or use the airfoil from
the Testing Airfoils learning activity in conjunction with
learning outcome 6-2-07) to create airfoils with different
cambers.
Attach a thread to the top of each camber to act as an
indicator.
Hold each airfoil camber in front of a blowing fan and
observe what happens to the string. Which design has more
lift? Which design has more lift in slower airstream? in faster
airstream?
Use the information gathered in this investigation to
determine how the shape of a birds wing enables it to
enhance or reduce lift.
Why Doesnt It Fly?
Show students a model or picture of a racing car with spoilers.
Have students brainstorm the reasons why, despite travelling at
an enormous speed, the racing car will remain on the ground.
(The spoilers divert the airflow, preventing the lowering of air
pressure that would lift the rear end of the car.)
Investigating the Flight of Birds
Have students work in small groups to match the wing shape of
birds with the correct description of the type of flight (see Wing
Shapes, BLM 6-A).
6.52

6.53

Students will...
6-2-09 Provide examples of design
features or adaptations that enhance
or reduce drag, and explain how they
work.
Examples: pilots use flaps to increase
drag when landing aircraft; birds
tuck their wings to decrease drag
when diving...
GLO: A5, B1, D1, D4
5.2.2)
Investigating Drag
Have students experience the effects of drag on various shapes
and sizes of surface area by completing the following:
Hold a large piece of cardboard outdoors on a windy day so
that
the wind blows against the flat side
the edge is facing the wind
Fold or cut the cardboard into different shapes.
Experiment with shapes that are similar to airplanes and that
provide the least resistance to the air flow (wind).
Record findings in an appropriate format.
Have students answer the following questions, based on their
investigations:
1. What shapes allow air to flow more efficiently? (streamlined
shapes)
2. What is the relationship between the size of the surface area
and the amount of drag that can be felt? (A larger surface
area results in greater drag.)
Demonstrating Drag
Have students observe drag caused by air turbulence through the
following teacher demonstration (see Fig. 1):
Hold a 5 cm square of cardboard about 5 cm in front of a
burning candle.
Blow in the direction of the flame from about 10 cm in front
of the cardboard.
Observe the movement of the flame.
Continue the demonstration by using pieces of cardboard of
different sizes, various curved shapes (such as a bottle, an apple,
toy cars or airplanes, a round ball, a football, or a box), and
objects with different surface types (rough versus smooth,
jagged versus rounded). (See Fig. 2.)
Fig. 1
Fig. 2
(continued)
(continued)
6.54

Teacher Notes
Drag can be increased or decreased by
changing surface area
changing shape
changing surface type (smooth versus rough)
Drag is not always detrimental. It can be useful (e.g., for
parachuting, airplane landings) but its effect must be reduced for
efficient flight.

6.55


Students will...
6-2-09 (continued)
(continued)
Have students diagram which shapes cause turbulence (drag)

and which shapes are aerodynamic (i.e., the shapes that allow
fluids to move freely past). Students should draw conclusions
regarding the role that reducing or increasing drag plays in
transportation (e.g., boats, planes), in safety (e.g., landings,
slowing down), and in the flight of birds.
Improving the Airfoil
Have students use print or multimedia resources to explore the
role of flaps and slats in airplane wings to answer the following
questions:
1. How do flaps and slats affect lift? (Flaps and slats help adjust
the curvature of the wings to increase drag and reduce
speed.)
2. When would a pilot use a flap or a slat? (A flap or a slat
would be used in landing a plane.)
Investigating Kites
Have students experiment with various kite designs to determine
how differences in design affect performance. Kites can be
purchased in kits, made from patterns in books or on the
Internet, or designed by students. Have students investigate (in
small groups or as a class) to answer the following questions:
1. Which design
was easiest to launch?
Teacher Notes
flew best in very windy
Kites may be used as part of
conditions?
a design process project in
relation to learning
flew best in light wind
outcome 6-2-15.
conditions?
2. What can be done to
produce lift when the kite drops?
Looking at Sports Equipment
Have students work in small groups to brainstorm a list of sports
where drag is a factor, and to list the equipment associated with
these sports (e.g., bicycle racing helmets, racing canoes,
shuttlecocks). Have students identify the design adaptations of
the equipment and determine whether the design enhances or
reduces drag.
6.56

Demonstrating Drag
Provide students with a pre-made paper airplane.
Instruct students to use the paper airplane to answer
the following questions. Note: Let students know
they may make modifications to the design of the
paper airplane if necessary.
1. How can drag can be increased?
2. How can drag can be decreased?
Scoring Rubric
Score
Criteria
The student understands the meaning of the term drag, and

successfully demonstrates how drag can be both increased and
decreased by changing surface area and/or shape.
The student understands the meaning of the term drag, and

demonstrates either how drag can be increased or how it can be
decreased by changing surface area and/or shape.
The student understands the meaning of the term drag, but does
not demonstrate how drag can be increased or decreased.
6.57


Students will...
6-2-10 Identify and diagram the four
forces that act on living things or
devices that fly through the air.
Include: lift, gravity, thrust, drag.
GLO: C6, D4
Four Forces
Have students summarize and reflect on what they have learned
about lift, gravity, thrust, and drag by completing a vocabulary
think sheet such as the Three-Point Approach for Words and
Concepts (Simons, 1991), including definitions, diagrams, and
examples.
(For a BLM of a Three-Point Approach for Words and Concepts,
see SYSTH, Attachment 10.2, or Success, p. 6.101.)
Diagramming Forces
Ask students to collect pictures of living things or devices that
fly. Have students work in pairs to select a picture and draw a
diagram showing the four forces that act on the selected living
thing or device. Have them present their diagrams to the class
and explain how the forces work to enable the living thing or
device to fly.
Teacher Notes
Forces act in pairs. For flight, lift and gravity exert force in opposite
directions, as do thrust and drag.
lift
drag
thrust
gravity
Planning Note
Students were introduced to the concept of force diagrams in Grade 5,
Cluster 3: Forces and Simple Machines. Students should picture a string
attached to the object pulling in a particular direction when attempting
to illustrate forces acting on an object using force arrows. Pairs of
forces are usually drawn, and their relative lengths indicate the
strengths of the forces.
6.58

Restricted Response
Science Everywhere 6 (pp. 228, 249)
Forces and Lift

In your science notebook, list the forces acting on a hot-air
balloon as it rises, flies, and lands. Draw and label a
diagram to illustrate each of the three processes and the
relative strengths of the forces as the balloon rises, flies, and
lands.
Look for:
Rising
Landing
Flying
lift
lift
drag
thrust
gravity
gravity
6.59


Students will...
6-2-11 Compare a variety of
propulsion methods that are used to
produce thrust in animals and flying
devices.
Examples: rockets for spacecraft,
propellers, or jet engines for aircraft,
wings for flying animals...
GLO: B1, D1, D4, E4
5.2.2)
6-0-4d Assume various roles to achieve group
goals. GLO: C7 (ELA Grade 6, 5.2.2)
6-0-7a Draw a conclusion that explains
investigation results. Include: explaining patterns
in data; supporting or rejecting a
prediction/hypothesis. GLO: A1, A2, C2 (ELA
Grade 6, 3.3.4)
Rocket /Jet Engine Thrust

To explore how thrust is produced, have students construct a
model rocket/jet engine, following these steps:
Inflate a long balloon and close the opening with a
clothespin.
Tape a straw to the side of the balloon.
Thread a long string or fishing line through the straw.
Tie the string to fixed objects on opposite sides of the room
to create a taut clothesline across the room.
Bring the balloon to one end of the string and release the
clothespin.
Observe and describe what happens.
Have students explain how the balloon is able to move and
identify where this principle is used (e.g., in airplanes).
Whirlybird Flier
Have students experiment with the upward thrust created by
spinning rotor blades, following these directions:
Make rotors by taping cardboard wings to a straw.
Firmly tape the rotor blade to another straw that will act as a
rotor shaft.
Put the rotor shaft between your hands with your palms
facing each other.
Slide your palms in opposite directions to spin the shaft and
release the flier.
Observe what happens.
Draw a diagram to explain the forces involved.
Investigating Propellers
Have students assemble a propeller launcher (see diagram) to
experiment with different sizes and designs of propellers.
propeller
2 small nails
spool
string
rail
wood
(continued)
6.60
(continued)

Extended Response
Propulsion
In your science notebook, give examples of three different
methods of propulsion used to produce thrust in animals and
flying devices. Explain how each method of propulsion
works.
Look for:
examples in living things, such as wings, birds running
examples in flying devices, such as rockets, propellers, jet
engines
clear explanation for each example
6.61


Students will...
6-2-11 (continued)
(continued)
Purchase different propellers or make them from recycled

thick plastic or balsa wood.
Place each propeller (in turn) on the launcher and pull the
string to rotate the propeller.
Observe what happens.
Record the size and design that creates the most lift.
How Do Birds Get off the Ground?
Have students compile a list of various means of propulsion
used by birds to get off the ground (e.g., they run along the
water to obtain lift).
6-2-12 Describe how unbalanced

forces are used to steer aircraft and
spacecraft.
GLO: A5, D4, D6
6-0-2a Access information using a variety of
sources. Examples: libraries, magazines,
community resource people, outdoor
experiences, videos, CD-ROMs, Internet GLO:
C6 (ELA Grade 6, 3.2.2; Math: SP-II.1.6; TFS
2.2.1)
6-0-2c Make notes on a topic, combining
information from more than one source and
referencing sources appropriately. GLO: C6
6-0-7g Communicate methods, results,
conclusions, and new knowledge in a variety of
ways. Examples: oral, written, multimedia
presentations... GLO: C6 (ELA Grade 6, 4.4.1;
TFS: 3.2.2, 3.2.3)
6.62
Experimenting with Paper Airplanes

Have students modify a paper
Teacher Notes
airplane/glider to move in
different ways:
The results of this learning
experience may be important to
fly straight and level
the design process project
turn to the right or left
suggested in relation to
do a loop-the-loop (circle
learning outcome 6-12-15.
in a vertical loop)
ascend or descend
Have students note the changes that were made to
achieve the different motions. Ask them to explain what
happened in relation to the forces involved. Have students
brainstorm ways in which these motions are achieved in aircraft.
(If students are unable to come up with ideas, present them with
the terminology.)
Controlling Spacecraft
Have students research how a spacecraft is controlled, with the
purpose of identifying similarities and differences between a
spacecraft and an aircraft. Have them present their findings to
the class.

Teacher Notes
An aircraft has the capacity to make the following types of motions:
Pitch: the nose of an aircraft rises up or moves downward.
Roll: one wing rises while the other wing moves downward.
Yaw: the nose of an aircraft sways to the left or right while the tail
moves in the opposite direction.
An aircraft has moveable parts that enable pilots to control these motions:
Ailerons are located at the rear of the wings. They control the up
and down motion of the wing tips. When one aileron goes up, the
one on the opposite wing goes down. This either makes the aircraft
roll over to the left or to the right, or holds the wings level.
Elevators are located on the horizontal stabilizers on the tail. They
control the up and down motion of the nose. If the tail is pulled
up the aircraft dives; if it is pushed down the aircraft climbs.
The rudder pushes the vertical tail to the left or the right to
create yaw. The rudder enables the aircraft to turn.
6.63

Students will...
6-2-13 Explain why the design of
aircraft and spacecraft differs.
GLO: B1, C3, D4, D6
experiences, videos, CD-ROMs, Internet
GLO: C6 (ELA Grade 6, 3.2.2; Math: SP-II.1.6;
TFS 2.2.1)
6-0-2b Review information to determine its
usefulness, using predetermined criteria. GLO:
C6, C8 (ELA Grade 6, 3.2.3)
Teacher Notes
The forces acting on an aircraft and a spacecraft differ.
An aircraft is affected by four forces: drag, lift, thrust, and gravity.
A spacecraft (rocket) is affected by two forces: thrust and gravity.
An aircraft requires wings to achieve lift and to maintain lift. A
rocket design does not include wings since maintaining lift is not
necessary. A space shuttle has wings to help it glide back to Earth.
A spacecraft requires tremendous thrust and stability to escape from
the Earths gravitational field, whereas an aircraft only requires
enough thrust to gain limited altitude. Special seating is needed in
spacecrafts to allow astronauts to withstand high speeds and
acceleration.
A spacecraft needs to be made of specific materials that will allow
the craft to withstand the heat caused by re-entering the Earths
atmosphere. An airplane needs to be made of specific materials to
allow it to withstand a range of atmospheric temperatures including
extreme cold.
A retrorocket is necessary to slow a spacecrafts descent to Earth.
Parachutes also assist with gentle, soft landings. An aircraft uses
flaps and slats to control speed and lift. These features create
drag to slow down the plane. Some planes have spoilers or air
brakes to increase drag. Slower speeds cause the wings to
begin to stall, which greatly decreases lift.
Aircraft-Spacecraft Comparison
Have students complete a Venn diagram to compare an aircraft
and a spacecraft. Students should consider: purpose, where it
travels, how it creates thrust and lift, and the resulting design
differences (e.g., in size, slope, materials). Students could
research both types of craft using print resources, videos,
CD-ROMs, and/or the Internet.
Have students share their findings with the class. (If students do
not mention important points listed in the Teacher Notes above,
introduce these points at this time.)
6.64

Extended Response
Comparing an Aircraft and a Spacecraft

Compare and contrast an aircraft and a spacecraft. Consider
the following in your answer:
design
lift and thrust
steering
purpose
Scoring Rubric
Score
Criteria
All four areas are discussed. The answer is thorough, clear, and
accurate.
Three areas are discussed. The answer is thorough, clear, and

accurate.
Two areas are discussed. The answer is thorough, clear, and

accurate.
Two or three areas are discussed. The answer is not well
developed or is unclear.
One area is thoroughly and accurately discussed.
6.65

Students will...
6-2-14 Identify milestones in the
history of air travel and describe their
impacts on daily life.
GLO: A4, B1, B2, D4
experiences, videos, CD-ROMs, Internet
GLO: C6 (ELA Grade 6, 3.2.2; Math: SP-II.1.6;
TFS 2.2.1)
6-0-2b Review information to determine its
usefulness, using predetermined criteria. GLO:
C6, C8 (ELA Grade 6, 3.2.3)
6-0-8c Recognize that technology is a way of
solving problems in response to human needs.
GLO: A3, B2
6-0-8d Provide examples of technologies from
the past and describe how they have evolved
over time. GLO: B1
6-0-8g Describe positive and negative effects
of scientific and technological endeavours.
Include: effects on themselves, society, the
environment, and the economy. GLO: A1, B1,
B3, B5
6-0-9b Show interest in the activities of
individuals working in scientific and technological
fields. GLO: B4
6.66
Milestones of Flight
Have students work in small groups to research milestones in the
history of air travel. Have students use a W-5 Chart (Who?
What? Where? When? Why?) to record and organize the
research information. Students should use at least two sources of
information. Alternatively, provide students with a timeline and
ask them to select one of the events mentioned and research it.
Have students present their findings in one of the following
ways:
a newspaper report, with students acting as interviewers
a timeline
a story about a specific milestone, which can be developed
using a story map
a biography of an inventor or aviator
Impact of Air Travel
Have students use a T-chart, with the headings Then and
Now, to look at the world-wide impact that air travel has had
on human transportation, mail service, the shipment of goods
and resources, warfare, space travel, and pollution.

Milestones of Flight Project
When assessing students Milestones of Flight

projects, look for indications of the following:
Rating Scale
Criteria
Poor
Good
Excellent
presents well-developed
ideas, expressed in sentences
and paragraphs
answers to the 5 Ws (Who?

What? Where? When?
Why?)
includes a bibliography
is an informative and interesting presentation
The project
shows evidence that at least

two different sources were
used
6.67


Students will...
6-2-15 Use the design process to
construct a prototype that can fly and
meet specific performance criteria.
Examples: a glider that can loop; a
hot-air balloon that can stay aloft for
a given time...
GLO: C3, D4
6-0-1c Identify practical problems to solve.
Examples: How can I make a hot-air balloon?
Which type of light bulb should I buy?
GLO: C3
6-0-1d Identify various methods to solve a
practical problem, and select and justify one to
implement. Examples: constructing and testing a
prototype; evaluating consumer products;
accessing information from a variety of
sources... GLO: C3 (Math: SP-I.2.6, SP-II.1.6)
6-0-3d Develop criteria to evaluate a
prototype or consumer product. Include: function,
aesthetics, use of recycled materials, cost,
6-0-3e Create a written plan to solve a
problem. Include: materials, safety
considerations, labelled diagrams of top and side
views, steps to follow. GLO: C1, C3, C6
6-0-7d Propose and justify a solution to the
initial problem. GLO: C3
6-0-9d Appreciate the importance of creativity,
accuracy, honesty, and perseverance as
scientific and technological habits of mind.
GLO: C5
6.68
Constructing Prototypes
This learning outcome (6-2-15) may be addressed in conjunction
with other learning experiences such as Experimenting with
Paper Airplanes (learning outcome 6-2-12) or Making Hot-Air
Balloons (learning outcome 6-2-05).
OR
Have students use the design process to construct one of the
following prototypes:
Using only one piece of paper, design a plane that can fly the
length of a gymnasium.
Using only one piece of paper, design a plane that can remain
aloft for a specified period of time.
Design a plane that will perform a loop-the-loop.
In addition to devising criteria related to materials used and
performance, have students suggest additional criteria such as
reliability, aesthetics, etc. Have students present their prototypes
to the class.
Note: The Helium BalloonsDesign Challenge (learning
outcome 6-2-05) is another example of a design process learning
experience.
Students may use the Design Project Report (BLM 6-E) to
record their work.

When assessing student prototypes, refer to Design

Project Report: Assessment (BLM 6-F).

Discover Flight (pp. 54-55, 97)
Self-Assessment: Design Process
By Design: Technology Exploration &

Integration (Design Process Reference
and Tools)
Provide students with the following self-assessment

tool:
Design and Technology System (Design

Process Reference and Tools)
Self-Assessment of Flying Prototype
Mathematics, Science, & Technology

Connections (Design Process
Reference and Tools)
I chose to make ____________________________________

1. One problem I had was ____________________________
2. One thing I did well was __________________________
3. If I did this project again I would ____________________
4. I would still like to learn more about__________________
5. I think my design ________________________________
________________________________________________
6.69
Notes
6.70

Cluster 2: Flight: Grade 6

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Grade 6

Grades 5 to 8 Science: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Introduce, explain, use, and reinforce vocabulary throughout this

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Grades 5 to 8 Science: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Accessing Prior Knowledge

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES

Air and Water in Daily Life

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES

Movement through Fluids

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Discover Flight (p. 65)

Provide students with the following:

Adaptations for Movement through Fluids

Grades 5 to 8 Science: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Demonstration: The Force of Gravity

Use air speed to

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Science Everywhere 6 (p. 228)

Provide students with the following:

Discover Flight (p. 19)

Lift and Gravity

Grades 5 to 8 Science: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Activating Prior Knowledge

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Science Everywhere 6 (p. 218)

Provide students with the following:

Discover Flight (p. 82)

Balloons and Flight

Grades 5 to 8 Science: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Introducing Bernoulli: Part 1

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Science Everywhere 6 (p. 240)

Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES

3. Slide the wing over a pencil so that

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Grades 5 to 8 Science: A Foundation for Implementation

PRESCRIBED LEARNING OUTCOMES

Making a Straw Flyer

Grade 6, Cluster 2: Flight

SUGGESTED LEARNING RESOURCES

Grades 5 to 8 Science: A Foundation for Implementation

SUGGESTIONS FOR INSTRUCTION

Bernoullis Principle in Action

3. In your science notebook, explain how the sprayer works,